2019整理人教新课标英语必修1全册精品教案(U5).docx

合集下载

人教新课标英语必修1全册精品教案(U5)

人教新课标英语必修1全册精品教案(U5)Unit5Nelsonandela—aodernheroPartone:TeachingDesignPeriod1:AsapleplanforreadingAisTotalaboutpeople’squalitiesToreadaboutenablepeople’slifestoryTostudyTheAttributiveclauseTolearntoritelettersProceduresI.aringuparingupbydescribingBoysandgirls,thisorninge’lltaeupUnit5inhiche’lllearntodescribepeople.Nolet’sdescribeourselvesfirst.Thequestionsinthearinguppar tillhelpyoufindouthatqualitiesyouhave.Thentellehati ndofapersondoyouthinyouare.Doyouthinyouhavethequali tiestobeagreatperson?hatqualitiesdoyouthineshouldfi ndinagreatperson?a.Givethestudentsoneinutetoanserthequestions.b.Assoestudentstotalabouttheironqualitiesaccordingt otheiransers.c.Haveadiscussioniththeholeclassandhelpthetosuupthe qualitiesthatagreatpersonhas.aringupbybrainstoringBoysandgirls,inUnit5eilltalaboutNelsonandela,agreat leaderhofightsfortherightsoftheblacpeople.hentaling aboutaperson,hatadjectivescanyouthinoftodescribehis orherqualities?hatarethequalitiesyoushouldfindinagr eatperson?aringupbyexpressionsBoysandgirls,earegoingtolearnaboutsoegreatpeopleinU nit5.canyounaesoegreatpeople?Nodiscussingroupsoffou r:hodoyouadireost?hatindofpersonishe/she?hataretheq ualitiesthatgreatpeoplehaveinon?Sunyat-senasachineserevolutionaryleaderandstatesanh oisconsideredbyanytobethe“Fatherofodernchina”.HehadasignificantinfluenceintheoverthrooftheQingDynastyandestablishentoftheRepu blicofchina.Afounderoftheuointang,Sunasthefirstprov isionalpresidentoftheRepublicofchinain1912anddefact oleaderfro1923to1925.Hedevelopedapoliticalphilosoph ynonastheThreePrinciplesofthePeople.Sunisuniquelyad iredbyostchinese.yet,hislifeasoneofconstantstruggle andfrequentexileasfeofhisvisionsforhiscountryateria lized.II.Pre-readingNo,looatthesixpeopleinthepre-readingpart.canyoureco gnizethe?Doyouthintheyareiportantpeople?Butdoyouthi nallofthearegreatpeople?illiaTyndaleasa16thcenturypriestandscholarhotransla tedtheBibleintoanearlyforofodernEnglish.Althoughnue rouspartialandpleteEnglishtranslationshadbeenadefro the7thcenturyonard,Tyndale’sasthefirsttotaeadvantageoftheneediuofprint,hichall oedforitsidedistribution.2.Speaingtas:Studentsreadtheinforationofeachofthesixpersonsanddiscussinpairstofindouthetherheisagreatp ersonornotaccordingtothecriteriatheyoredoutinthepre viousstep.Reindthestudentstousethefolloingexpressionsforgivin gandasingforopinions:Ithin/Idon’tthin…;inyopinion;I’afraid…;Iagree/don’tagree…;Iprefer…;hat’syouropinion?hydoyouthinso?hatdoyouthinof…?Asapledialogue:A:DoyouthinilliaTidalisagreatperson?B:yes.Ithinso.Hehadastrongbeliefthatallpeopleshould beabletoreadtheBiblefortheselves.Sohetranslatedandp rinteditintoEnglishalthoughheasnotalloedtodoso.Andl aterhediedforhisor.A:yes.Iagree.illiaTyndaleentthroughalotofstrugglesa nddifficultiesandevensacrificedhislifetorealizehisd rea.HeisagreatpersonthateverybodyhopicsuptheBibleus tthinof.No,let’setoNoranBethune.hatdoyouthinofhi?B:….III.ReadingSiingforgeneralideaSofarehavetaledalotaboutgreatpeople.Doyouanttonoore abouttheandlearnfrothe?ell,thisorningearegoingtorea daboutNelsonandela,hoasconsideredasaodernhero.Noope nyourboostopage34andreadthetitleofthetext.hatindofr itingisthetext,canyouguess?…yes.Astoryisusuallyapieceofnarrativeriting.Nosithet exttogetthegeneralidea:hatdoesEliastellaboutinhisst ory?Listeningandscanningfordetailinforationa.ListentothetextagainanddoprehendingEx....1.True:2,4False:1,3,5,6,7,8b.ScanthetextanddoprehendingEx.2.Suggestedansers:40—Eliasasborn.1948—Eliasleftschool.42—Eliasastoyearsold.1950—Nelsonandelaopenedhislafir44—Eliasasfouryearsold.1952—Eliasas12andetNelsonandela.46—Eliasbeganschool.1954—Eliasas14andencouragedbyandela.3.QuestionsforfurtherunderstandingDiscussthefolloingquestionsingroupsoffour:a.Hodidthehitepeoplestoptheblacpeoplefrobeingtreate dfairly?b.hydidEliassupportandela?c.hydidhesupportviolencehenhedidnotagreeithit?Suggestedansers:a.Throughunfairlas.b.Therearethreereasonsforthis.Firstly,andelaoncehel pedhiandhethoughtandelaindandgenerous.Secondly,heag reedithandela’spoliticalideas.Forexaple,heagreedithhisexplanation ofhotheblacpeopleerenottreatedfairly.Healsosidedith hionhisvieofpeacefulfighting.Thirdly,henethathatand elafoughtforastoaeblacandhitepeopleequal.c.Becausetheirattepttoattacthelainapeacefulayfailed .Theyhadtoanserviolenceithviolence.IV.closingdonclosingdonbydiscussinga.hatdoyoulearnaboutNelsonandelafroELIAS’SToRy?b.DoyoulietheayEliastellshisstory?Giveareason.Suggestedansers:a.Inothatandelaisagreatleaderhofoughtforequalrights fortheblacpeopleallthroughhislife.HeorganizedtheANc youthLeaguehichfoughtagainstthegovernent.Heisinfavo rofpeacefulfighting.Heisind,helpful,generous,brave, anddeterined.b.Variousansersarepossible.Forreference:IlietheayEl iastellsthestory.Eliasisablacorerithonlyalittleeduc ation,soheusessoesipleandshortsentencestodescribehi sexperiencesandhiscontactithandela,andthusaesthehol estoryorereal-lieandclosetothereaders.Thequotedspee chinthestoryobjectivelyrevealsandela’spoliticalviesthroughhichsoeaspectsofandela’squalitiesareshonclearly.closingdonbyretellingRetellthestoryaccordingtothefolloingclues:introductionofElias’proble;andela’shelp;Elias’supportclosingdonbyanintervieAsthestudenttodoanintervieinpairs.Ajournalistisinte rvieingEliasiththefolloingquestions:hendidyoufirsteetandela?canyoutelleoreabouthohehelpedyou?canyoutelleabouttheproblesthattheblacpeoplearefacin g?Hodoyouliehisideaofpeacefulfighting?hatdoyouthinofhi?hatillyoudotosupporthiinthefuture?Period2:AsapleplanforLearningaboutLanguageAisTohelpstudentslearnaboutattributiveclauseintroduced byhen,here,hy,andprep.+hich/hoTohelpstudentsdiscoverandlearntousesoeusefulordsand expressionsTohelpstudentsdiscoverandlearntousesoeusefulstructu resProceduresI.aringuparingupbydiscoveringusefulordsandexpressionsTurntopage35anddoexercisesNo.1and2.checyouransersag ainstyourclassates’.II.LearningaboutgraarReadingandthiningTurntopage34.ReadthetextofELISA’SToRyandfindoutalltheattributiveclauses.Thinoverthisquestion:onhatcircustancedoeusehen/here /hytointroducedanattributiveclause?Forreference:ThetiehenIfirstetNelsonandelaasaverydifficultperiod ofylife.TheschoolhereIstudiedonlytoyearsasthreeiloetersaay.ThisasatiehenyouhadgottoliveinBeijing.ThedayhenNelsonandelatoldehattodoandhelpedeasoneoft hehappiestdaysofylife.ehavereachedastagehereehavealostnorightsatall.Thepartsoftonheretheylivedereplacesdecidedbyhitepeo ple.TheplacesheretheyeresenttoliveerethepoorestareasinS outhAfrica.2.paringanddiscoveringTurntopage36.DoEx.1.Thenparethefolloingsentencesand findouthyeusedifferentordstointroducetheattributive clauseshiletheantecedentsarethesae.a.Thegovernentbuildinghereevotedasverygrand.b.Thegovernentbuildinghich/thatepaidavisittoyesterd ayasverygrand.c.Thegovernentbuildinginhichevotedasverygrand.Insentencea),arelativeadverb“here”isusedbecauseitrefersto“inthegovernentbuilding”hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “inthegovernentbuilding”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thegovernentbuilding”hichservesastheobjectofthepredicate“visited”intheattributiveclause.pareanotherthreesentences:a.ThedatehenIarrivedasthe5thAugust.b.Thedatehich/thathetoldeasthe5thAugust.c.ThedateonhichIarrivedasthe5thAugust.Insentencea),arelativeadverb“hen”isusedbecauseitrefersto“onthatdate”hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “onthatdate”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributiveclause.Readthefolloingsentenceandfindouta.ThereasonhyIgotajobasbecauseofyhardor.b.Thereasonthat/hichhegaveforgettingthejobasbecause ofhishardor.c.ThereasonforhichIgotajobasbecauseofyhardor.Insentencea),arelativeadverb“hy”isusedbecauseitrefersto“forthisreason”hichservesastheadverbialintheattributiveclause.“forhich”canalsobeusedasinsentencec)becauseitalsoeans “forthisreason”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich/that”isusedasitrefersto“thereason”servingastheobjectofthepredicate“gave”intheattributiveclause.III.ReadyusedaterialsforattributiveclauseDefinitions:Attributiveclause:Anattributiveclauseis aclauseodifyinganounorpronouninapoundsentence.Antecedent:Theordbeingodifiedbyanattributiveclauseiscalledtheantecedent.Relative:Theordthatisusedtointroduceanattributivecl auseiscalledarelative.Therearetoindsofrelatives,i.e .relativepronounsincludinghich,that,ho,ho,hose,as,e tc.andrelativeadverbsincludinghere,henandhy,etc.Note:Relativesplaysthreeiportantrolesinanattributiv eclause,i.e.introducinganattributiveclause,replacin gtheantecedentineaning,andfunctioningasasentenceele entintheattributiveclause.e.g.:Thegirlhoistalingtor.Lioverthereisysister.Inthesentence,Thegirlistheantecedentandhoisusedtoin troducetheattributiveclauseastheantecedentisaperson .Itreferstothegirlandfunctionsasthesubjectintheattr ibutiveclause.Thechoiceoftherelativesistheostdifficultinlearningt heattributiveclause.Hoever,therearesoerulesthatcanh ually,hichrelative tochoosedependsonhattheantecedentisandhatsentenceeleenttherelativefunctionsintheattributiveclauseassho ninthefolloingchart:AntecedentRelativeSentenceeleentpeoplehothatsubjectobjecthoobjectthingshichthatsubjectobjecttiehichthatsubjectobjecthenprep.+hichadverbialplacehichthatsubjectobjecthereprep.+hichadverbialreasonhyprep.+hichadverbialNote:relativescanbeoittediftheyservesastheobjectsin theattributiveclauses.Ifarelativefunctionsastheobjectofaprepositioninthea ttributiveclause,theprepositioncanusuallybeplacedbe foretherelative.Inthissituation,euse“hich”forthingsand“ho”forpeople,andtheycanneverbeoitted.Hoever,iftheprepo sitionandaverbforasetphraseintheattributiveclause,t heyshouldnotbeseparated:Theschoolheoncestudiedinisveryfaous.Theschoolinhichheoncestudiedisveryfaous.ThisisthegirlIenttotheGreatallith.ThisisthegirlithhoIenttotheGreatall.Thesentence“Thisistheatchyouarelooingfor.”cannotbechangedinto “Thisistheatchforhichyouarelooing.”because“loofor”isasetphrase.Noturntopage36andlet’sdoEx.2and3.IV.closingdonbydoingaquizToendtheperiodyouaregoingtotaeaquizonattributivecla use.choosethebestanser:Theeatherturnedouttobeverygood,____asorethanecoulde xpect.A.hatB.hich c.that D.itAfterlivinginPairsforfiftyyearshereturnedtothesallt on____hegreupasachild.A.hichB.herec.that D.henThehouse______eliveisnotlarge.A.hichB.inhichc.onhichD.athichRecentlyIboughtanancientchinesevase,_____asveryreas onable.A.hichprice c.thepriceofhichc.itspriceD.thepriceofhoseHelivedinLondonfor3onths,during____tiehelearnedsoeE nglish.A.thisB.hich c.athichD.soeIillneverforgettheday_____hecaetoseee.A.thatB.hich c.athich D.henThevisitorasedtheguidetotaehispicture_____standsthe faoustoer.Athat B.here c.hich D.thereThestudents____departentsingoredtenyearsagoloodonup onoen.A.inhichB.inthat c.inhose D.hoseIdon’tlie_____youspeatoher.A.theayB.theayinthat c.theayhich D.theayofhich0.Ihadneitheraraincoatnoranubrella._______Igotetthr ough.A.It’sthereasonB.That’shyc.There’shyD.It’shoPeriod3:AsaplelessonplanforUsingLanguage AisTohelpstudentsreadthepassageTHERESToFELIAS’SToRTohelpstudentstousethelanguagebyreading,listening,s peaingandritingProceduresI.aringupandlisteningSofarehavereadastoryaboutElias.Doyoureeberhyitasdif ficultforhitogetajob?hatisapassboo?hyisitiportant?L et’slistentoashortpassageandfindout.Turntopage37.Readthequestionsandchoosethebestansera fterlistening.DiscussthequestionsinEx.2.II.GuidedreadingReadingandanseringquestionsAseno,inordertosupportandela,Eliashelpedhibloupsoeg overnentbuildings.canyouiaginehatouldhappentohiifheascaught?Actually,heascaughtandputintoaprisononRobb enIsland.Hoever,heaslucyenoughtogethelpfroandelaeve nhenheasinprison.TurntoPage38,readthepassagequiclyandfindout:HodidandelahelpedEliashenheasonRobbenIslandHodidandelahelpEliasafterhecaetopoer?ReadinganddoingexercisesReadthepassageagainanddotheexerciseonPage38.TasNoehavefinishedthestoryaboutElias.Nextearegoingtodo agroupactivity.eilldoitingroupsoffour.Supposeoneofy ouisEliasandorsasatourguideonRobbenIsland.Theothert hreeofyouaretouristshoareveryinterestedintheislanda ndandela’slifeandasingthetourguidethefolloingquestions.Elias ustanserthe.Tourist:HodidyougettonoNelsonandela?Elias:Itasin1950.IasoringasainerinjohannesburgbutIh adn’tapassbootolivethere.SoIenttoandela’slafirtoasforadvice.Tourist:canyouexplaintoesoeofNelsonandela’spoliticalideasorbeliefs?Elias:yes.Hefoundthateblacpeopleerenottreatedasequa llyasthehitepeopleandheouldfightforourrights.Hoever ,hesaidthateshouldfightinapeacefulay.onlyhenthisasn otalloeddidedecidetoanserviolenceithviolence.Tourist:Hodidhehelpyouthroughyourlife?Elias:First,hehelpedetogetthecorrectpaperstostayinj ohannesburgandeepyjobasIentionedabove.Thenhetaughte toreadandritehenIasinprison.Thisisveryiportanttoebe terhegave eypresentjob.Tourist:hataslifelieonRobbenIsland?Elias:iserableandcruel.Theguardsandsoldierstreatedu sbadly,beatusviolentlyfornoreasonsandinsultedusindi fferentays.Tourist:HodidyouanagetostudyonRobbenIsland?Elias:estudiedduringthelunchbreasandtheeveningsheneshouldhaveasleep.ereadboosunderourblanetsandusedany thingecouldfindtoaecandlestoseetheords.Tourist:hatindsofjobhaveyoueverdone?Elias:Ainer,anofficeorerandnoatourguide.Tourist:hatdoyouthinofyourpresentjob?Elias:Ilieitveryuch.AndIaproudtoshovisitorsoverthep rison,forIhelpedtoaeourpeoplefreeinouronland.III.GuidedritingPreparationforritingIaginenorandelaisinprison.youaregoingtoritealettert othePresidentofSouthAfricaasinghitofreeNelsonandela .Doyoureebertheforatofaletter?hatshouldbetheaincont entofthisletter?Hoouldyoutrytopersuadethepresident?ritingaletterReadtheinforationaboutandela.Discussit hyourpartnerandcollectideasfortheletterriterdontheideasandputtheintoagoodandlogicalorder.ritetheletter.IV.FurtherapplyingFindinginforationGotothelibrarytoreadorgetonlinetosearchfororeinfora tiononNelsonandela.Taenotesofyourfindinganddoanoral presentationnextperiod.ritingadescriptionriteadescriptionofNelsonandelausingtheinforationyou havefound.V.closingdonbysharingShareyourletterithyourpartnersandaenecessarychanges.Shareyourletteriththeclassbyreadingitaloud.Part2:TeachingresourcesSection1:AtextstructureanalysisofELIAS’SToRI.TypeofritingandsuaryoftheideaTypeofritingThisisapieceofnarrativeriting.ainideaofthepassageEliasdescribeshoNelsonandelahelpedtheblacpeoplethro ughhisonexperienceTopicsentenceof1stparagraphThetiehenIfirstetNelsonandelaasaverydifficultperiod ofylife.Topicsentenceof2ndparagraphSadlyIdidnothavethispassboobecauseIasnotborntherean dIasorriedabouthetherIouldbeoutofor.Topicsentenceof3rdparagraphThedayhenNelsonandelatoldehattodoandhelpedeasoneoft hehappiestdayofylife.Topicsentenceof4thparagraphThelastthirtyyearshaveseenthegreatestnuberoflasstop pingourrightsandprogressuntiltodayehavereachedastag ehereehavealostnorightsatall.Topicsentenceof5thparagraphefirstbroethelainaayhichaspeaceful;henthisasnotallo ed…onlythendidedecidetoanserviolenceithviolence.II.AtreediagraElias’lifebeforeeetingandelaElias’lifeaftereetingandelainforationofEliasElias’sprobleandela’shelpblacpeople’sproblessupporttoandelablacorerdifficultperiodlafir sixleavenotpaygoldinepassbooorriedaboutElias’storytellhelpcorrectpapersforgetjoinnorightsvoteliv ejobpoorestareasnotgrofoodpositionacceptfightpeacef ullybloupputinprisonrealizeequalIII.Aretoldpassageo fthetextEliasisablacorerinSouthAfrica.Hisfailyassopoorthath teron,heasab letoorasagoldinerinjohannesburg.Butashehadn’tgotapassboohichasrequiredifoneantedtoliveinjohanne sburg.Heasorriedaboutbeingdisissed.Hoever,heaslucye noughtogetsoehelpfroNelsonandelaandanagedtogettheco rrectpapers.Afterthat,hebegantonooreandelaandhispol iticalideas.Heagreedithandela’sviesontheunfairlasagainsttheblacpeopleandhisideaab outpeacefulfighting.Healsonethatallandelaantedtodoa stofightforequalrightsfortheblacpeople.Sohesupporte dhiheartandsoul.Section2:BacgroundinforationonNelsonandelaandothersI.NelsonandelaNelsonRolihlahlaandela,,beforebeingPresidentofSouth Africa,asoneofitschiefanti-apartheidactivists,andas alsoananti-apartheidsaboteur.Heisnoalostuniversally consideredtobeaheroicfreedofighter.Hespenthischildh oodintheThebuchiefdobeforeebaringonacareerinla.Thenaeadibaisanhonorarytitleadoptedbyolderaleeberso fandela'sclan;hoever,inSouthAfricathetitleissynonyo usithNelsonandela.II.courtrooquotesbyNelsonandela“IhavefoughtagainsthitedoinationandIhavefoughtagai nstblacdoination.Ihavecherishedtheidealofadeocratic andfreesocietyinhichallpersonslivetogetherinharonya ndithequalopportunities.ItisanidealhichIhopetolivef orandtoachieve.Butifneedsbe,itisanidealforhichIapre paredtodie.”“hyisitthatinthiscourtrooIafacingahiteagistrate,co nfrontedbyahiteprosecutor,escortedbyhiteorderlies?c ananybodyhonestlyandseriouslysuggestthatinthistypeo fatospherethescalesofjusticeareevenlybalanced?hyisi tthatnoAfricaninthehistoryofthiscountryhaseverhadth ehonorofbeingtriedbyhisonind,byhisonfleshandblood?. ..Iaablacaninahitean’scourt.Thisshouldnotbe.”.“outoftheexperienceofanextraordinaryhuandisasterth atlastedtoolong,ustbebornasocietyofhichallhuanityil lbeproud...ehave,atlast,achievedourpoliticaleancipa tion.epledgeourselvestoliberateallourpeoplefrotheco ntinuingbondageofpoverty,deprivation,suffering,gend er,andotherdiscriination.Never,never,andneveragains hallitbethatthisbeautifullandillagainexperiencetheo ppressionofonebyanother...Thesunshallneversetonsogl oriousahuanachieveent.”III.ANcandANcyouthLeagueTheANcisanationalliberationoveent.Itasforedin1912to unitetheAfricanpeopleandspearheadthestruggleforfund aentalpolitical,socialandeconoicchange.ForninedecadestheANchasledthestruggleagainstracisandoppression, organisingassstudentsresistance,obilisingtheinterna tionalunityandtaingupthearedstruggleagainstaparthei d.ebershipoftheANcisopentoallSouthAfricansabovethea geof18years,irrespectiveofrace,colourandcreed,hoacc eptitsprinciples,policiesandprograes.TheANcyouthLeagueasfoundedin1944.Theleaguepropagated“Africanis”anditsottoas“Africa’scauseusttriuph.”Itasradicalandilitant.Theebersofitrejectedtheideaof “foreign”leadershipandarguedthatblacAfricansustprovidetheiro nleadershipandrelyupontheselves.Section3:ordsandexpressionsI.ordsforaringupqualitn.soethingtypicalofapersonoraterial:indnessishisbes tquality.Sheshosqualitiesofleadership.illingadready:Areyouillingtohelp?activeadableorreadytotaeaction:Althoughheisover70;heissti llactive.Anactiveeberoftheclubissuretoattendeveryee ting.loseheart灰心，丧失信心Iusedtoorinthegardeneveryee.ButIlosthearthenallthep lantsdied.Don’tloseheart;youstillhaveorechances.loseone’sheart爱上，喜欢上Shelostherhearttohiassoonasshesathehandsoesoldier.troublen.麻烦：introuble有麻烦，处于困境中；getintotrouble陷入困境；aetrouble制造麻烦；asfortrouble自找麻烦；havetroubledoingsth.做某事有困难II.ordsforReadingadvisev.totellhatonethinsshouldbedone：advisesth.;advisedoingsth.;advisesb.todosth.;advise thatsb.dosth.;Iadviseaitinguntiltheteacheres.Thedoc toradvisedaee’srest/taingaee’srest.Iadvisedthatheshouldtaearest.Iadvisedhinottod rive/againstdriving.hatdoyouadviseetodo?advicen.opiniongivenbyonepersontoanotheronhothatothershou ldbehaveoract:givesoeadvicetosb.;fivesb.soeadvice;f ollosb’sadvicecontinuevi&vt.goon:continuetodosth/doingsth;continuesth.;go ondoingsth./ithsth./todosth.Thesportseetcontinuedfo r3days.Hecontinuedtostudy/studyingasifnothinghadhap pened.eustcontinueourjourneyuntilefindater.orrn.&v.tobeoraeanxious：orrysb.，orryabout…;bbeorriedabout…;youdon’thavetoorryaboutyourhealthifyoueepabalanceddiet.our parentsustbeorryingbecauseeareingbaclate.Hersicstud entsorriede.hathesaidaddedtoherorries.stagen.aperiodainacourseofevents;theraisedflooronhichpla ysareperforedinatheater:stagedirection;stagedirecto r;putsb.onthestage;atanearlystageinourhistor votev.&n.toexpressone’schoiceofficiallyfroaongthepossibilitiesoffered;ana ctofaingachoiceordecisiononaatterbyeansofvoting:vot efor/againstsb.oststudentsvotedforjiastheythoughthi capableandhonest.ostpeoplevotedagainsttheforerleade rbecauseofruorabouthi.IgaveyvotetoLiGao.Theneleader aselectedthroughasecretvote.positionn.theplaceheresoeoneorsoethingisorshouldbe;aparticu larplaceorraninagroup:hatInoabouthiasthatheisinahig hpositioninthepany.canyoutellethepositionofyourcity ontheap?acceptv.totaesoethingofferedillinglreceivev.toget:IreceivedsoerosesfrojaconValentines’DaybutIdidn’tacceptthe.Haveyouacceptedthejobtheyofferedyou?Here ceivedanypresentsonhisbirthday.violenceeifbodilyforcetohurtorhar;verygreatforceinactio norfeelingviolentadViolenceintheediahasinfluencedteenagersalot.asaatteroffact:infact;actually:Asaatteroffact,hedis coverthetruthquitebyaccident.Asaatteroffact,Ifeltex treelynervoushenIasgivingthespeech.blov.bloup:bloupthebuilding/bridge/da;bloupthetire;blo off;blooutprisonn.aplaceherecriinalsareeptlocedupasapunishent prisonern.apersoneptinaprisonforsoecrieorhileaitingtobetire d.putinprison:Ifyoucontinuedoingthoseindsofthings,you illendupinprison.Theyereputinprisonforbloingupthego vernentbuilding.adthesaeinsize;nuber;value;ran;etc.;havingenoughstr ength;ability;etc.:Allenerebornequal.cutthecaesinto threeequalpieces.oendeandequalpayforequalor.Billise qualtothejobofrunningtheoffice.n.personhoisequal:Th eteacherispopularbecausehetreatsthechildrenashisequ als.III.ordsforUsingLanguageiaginev.toforinind:iaginesth.;iaginedoingsth.;iaginesb.do ingsth.;iaginethat…;canyouiaginelifeithoutelectric ity?IcannotiagineLilycooingdinnerfortentypeople?you cannotiaginehatlifeaslieonRobbenIsland.poern.politicalpoer;superpoer;eto/intopoer;inpoerterrorn.Shetrebledithterrorhenthethiefpointedanifeather.S hescreaedithterroronhearingtheexplosion.Theurdercas easaterrortoeverybodyinthesallton.n.&vthefeelingthatonehashendangerisnear;tobeafraid: fearsth;feartodosth;fearthat…;forfearthat…;forfea rofescapev.&n.findaayout;getout;theactofescaping:anarroescap e;fireescape;escapedeathpunishent/beingpunished;esc apefroprison/reality;escapeoutofaburningbuilding.Th ebirdhasescapedfrothecage.Thebirdhasescapedbeingsho t.degreen.Hepassedtheexaandfinallygothisaster’sdegree.Theteperaturetodayistodegreeshotterthanyest erday.reardn.returnforororservice:Thepoliceareofferingareardfo rinforationabouttherobbery.v.togiveareardtHerearded theboyforbringbacthedog.sentencen.apunishentforacriinalfoundguiltyincourt:Thesenten ceastenyearsinprison.aheavysentence;alifesentence;u nderthesentenceofdeath;serveone’ssentencev.togiveapunishenttHeassentencedtothreeyea rsinprison.besentencedtodeath;besentencedforthief。

人教新课标英语必修1全册精品教案( U5)

人教新标英语必修1全册精品教案( U)UnitNelsnandela—adernherPartne:TeahingDesignPerid1:Asapleplanfrread ingAisTtalabutpeple’squalitiesTreadabutenablepeple’slifestrTstudTheAttributivelauseTlearntritelettersP reduresIaringuparingupbdesribingBsandgirls,thisrnin ge’lltaeupUnitinhihe’lllearntdesribepepleNlet’sdesribeurselvesfirstThequestinsinthearinguppartill helpufinduthatqualitiesuhaveThentellehatindfapersnd uthinuareDuthinuhavethequalitiestbeagreatpersn?hatq ualitiesduthineshuldfindinagreatpersn?aGivethestudentsneinutetanserthequestinsbAssestudentsttalabuttheirnqualitiesardingttheiransersHaveadisussiniththehlelassandhelpthetsuupthequaliti esthatagreatpersnhasaringupbbrainstringBsandgirls,i nUniteilltalabutNelsnandela,agreatleaderhfightsfrth erightsftheblapeplehentalingabutapersn,hatadetivesa nuthinftdesribehisrherqualities?hatarethequalitiesushuldfindinagreatpersn?aringupbexpressinsBsandgirls ,earegingtlearnabutsegreatpepleinUnitanunaesegreatp eple?Ndisussingrupsffur:hduadirest?hatindfpersnishe /she?hatarethequalitiesthatgreatpeplehaveinn?Sunat-senasahineserevlutinarleaderandstatesanhisnsideredb antbethe“Fatherfdernhina”HehadasignifiantinflueneintheverthrftheQingDnastand establishentftheRepublifhinaAfunderftheuintang,Suna sthefirstprvisinalpresidentftheRepublifhinain1912an ddefatleaderfr1923t192Hedevelpedaplitialphilsphnnas theThreePriniplesfthePepleSunisuniqueladiredbsthine seet,hislifeasnefnstantstruggleandfrequentexileasfe fhisvisinsfrhisuntraterializedIIPre-reading1N,latth esixpepleinthepre-readingpartanuregnizethe?Duthinth eareiprtantpeple?Butduthinallfthearegreatpeple?illi aTndaleasa16thenturpriestandshlarhtranslatedtheBibl eintanearlfrfdernEnglishAlthughnueruspartialandplet eEnglishtranslatinshadbeenadefrthe7thenturnard,Tnda le’sasthefirstttaeadvantageftheneediufprint,hihalledfr itsidedistributin2Speaingtas:Studentsreadtheinfrati nfeahfthesixpersnsanddisussinpairstfinduthetherheisagreatpersnrntardingttheriteriatheredutintheprevius stepReindthestudentstusethefllingexpressinsfrgiving andasingfrpinins:Ithin/Idn’tthin…;inpinin;I’afraid…;Iagree/dn’tagree…;Iprefer…;hat’surpinin?hduthins?hatduthinf…?Asapledialgue:A:DuthinilliaTidalisagre atpersn?B:esIthinsHehadastrngbeliefthatallpepleshul dbeabletreadtheBiblefrtheselvesShetranslatedandprin teditintEnglishalthughheasntalledtdsAndlaterhediedf rhisrA:esIagreeilliaTndaleentthrughaltfstrugglesand diffiultiesandevensarifiedhislifetrealizehisdreaHei sagreatpersnthateverbdhpisuptheBibleustthinfN,let’setNranBethunehatduthinfhi?B:…IIIReading1SiingfrgeneralideaSfarehavetaledaltabutg reatpepleDuanttnreabuttheandlearnfrthe?ell,thisrnin gearegingtreadabutNelsnandela,hasnsideredasadernher Npenurbstpage34andreadthetitlefthetexthatindfriting isthetext,anuguess?…esAstrisusuallapieefnarrativeritingNsithetexttgetth egeneralidea:hatdesEliastellabutinhisstr?2ListeningandsanningfrdetailinfratinaListentthetexta gainanddprehendingEx1True:2,4False:1,3,,6,7,8bSanthetextanddprehendingEx2Suggest edansers:1940—Eliasasbrn948—Eliasleftshl1942—Eliasastearsld90—Nelsnandelapenedhislafir1944—Eliasasfurearsld92—Eliasas12andetNelsnandela1946—Eliasbeganshl94—Eliasas14andenuragedbandela3Questinsfrfurtherunders tandingDisussthefllingquestinsingrupsffur:aHdidthehitepeplestptheblapeplefrbeingtreatedfairl?b hdidEliassupprtandela?hdidhesupprtvilenehenhedidntagreeithit?Suggestedans ers:aThrughunfairlasbTherearethreereasnsfrthisFirstl,andelanehelpedhiand hethughtandelaindandgenerusSendl,heagreedithandela’splitialideasFrexaple,heagreedithhisexplanatinfhthe blapepleerenttreatedfairlHealssidedithhinhisviefpea efulfightingThirdl,henethathatandelafughtfrastaebla andhitepepleequalBeausetheirattepttattathelainapeaefulafailedThehadt anservileneithvileneIVlsingdnlsingdnbdisussinga hatdulearnabutNelsnandelafrELIAS’STR?bDulietheaEliastellshisstr?GiveareasnSuggestedansers :aInthatandelaisagreatleaderhfughtfrequalrightsfrth eblapepleallthrughhislifeHerganizedtheANuthLeaguehi hfughtagainstthegvernentHeisinfavrfpeaefulfightingH eisind,helpful,generus,brave,anddeterinedbVariusans ersarepssibleFrreferene:IlietheaEliastellsthestrEli asisablarerithnlalittleeduatin,sheusessesipleandshr tsentenestdesribehisexperienesandhisntatithandela,a ndthusaesthehlestrrereal-lieandlsetthereadersThequtedspeehinthestrbetivelrevealsandela’splitialviesthrughhihseaspetsfandela’squalitiesareshnlearllsingdnbretellingRetellthestra rdingtthefllinglues:intrdutinfElias’prble;andela’shelp;Elias’supprtlsingdnbanintervieAsthestudenttdanintervieinp airsAurnalistisintervieingEliasiththefllingquestins :hendidufirsteetandela?anutellereabuthhehelpedu?anu telleabuttheprblesthattheblapeplearefaing?Hduliehis ideafpeaefulfighting?hatduthinfhi?hatilludtsupprthi inthefuture?Perid2:AsapleplanfrLearningabutLanguage AisThelpstudentslearnabutattributivelauseintrduedbh en,here,h,andprep+hih/hThelpstudentsdisverandlearnt useseusefulrdsandexpressinsThelpstudentsdisverandle arntuseseusefulstruturesPreduresIaringuparingupbdis veringusefulrdsandexpressinsTurntpage3anddexerisesN 1and2heuransersagainsturlassates’IILearningabutgraar1ReadingandthiningTurntpage34Rea dthetextfELISA’STRandfindutalltheattributivelausesThinverthisquest in:nhatirustanedeusehen/here/htintrduedanattributiv elause?Frreferene:ThetiehenIfirstetNelsnandelaasaverdiffiultperidflifeTheshlhereIstudiednltearsasthree iletersaaThisasatiehenuhadgttliveinBeiingThedahenNe lsnandelatldehattdandhelpedeasnefthehappiestdasflif eehavereahedastagehereehavealstnrightsatallTheparts ftnherethelivedereplaesdeidedbhitepepleTheplaeshere theeresenttliveeretheprestareasinSuthAfria2paringan ddisveringTurntpage36DEx1Thenparethefllingsentenesa ndfindutheusedifferentrdstintrduetheattributivelaus eshiletheanteedentsarethesaeaThegvernentbuildinghereevtedasvergrandbThegvernentbuildinghih/thatepaidavisittesterdaasver grandThegvernentbuildinginhihevtedasvergrandInsentenea), arelativeadverb“here”isusedbeauseitreferst “inthegvernentbuilding”hihservesastheadverbialintheattributivelause“inhih”analsbeusedasinsentene)beauseitalseans“inthegvernentbuilding”intheattributivelausehileinsenteneb),arelativeprnun “hih”isusedasitreferst“thegvernentbuilding”hihservesasthebetftheprediate“visited”intheattributivelausepareantherthreesentenes:a ThedatehenIarrivedasthethAugustbThedatehih/thathetldeasthethAugustThedatenhihIarrivedasthethAugustInsentenea),arelati veadverb“hen”isusedbeauseitreferst“nthatdate”hihservesastheadverbialintheattributivelause“inhih”analsbeusedasinsentene)beauseitalseans“nthatdate”intheattributivelausehileinsenteneb),arelativeprnun “hih”isusedasitreferst“thedate”servingasthebetftheprediate“tld”intheattributivelauseReadthefllingsenteneandfinduta ThereasnhIgtabasbeausefhardrbThereasnthat/hihhegavefrgettingthebasbeausefhishard rThereasnfrhihIgtabasbeausefhardrInsentenea),arelati veadverb“h”isusedbeauseitreferst“frthisreasn”hihservesastheadverbialintheattributivelause“frhih”analsbeusedasinsentene)beauseitalseans“frthisreasn”intheattributivelausehileinsenteneb),arelativeprnun “hih/that”isusedasitreferst“thereasn”servingasthebetftheprediate“gave”intheattributivelauseIIIReadusedaterialsfrattributi velauseDefinitins:Attributivelause:Anattributivelau seisalausedifinganunrprnuninapundsenteneAnteedent:T herdbeingdifiedbanattributivelauseisalledtheanteede ntRelative:Therdthatisusedtintrdueanattributivelaus eisalledarelativeTherearetindsfrelatives,ierelative prnunsinludinghih,that,h,h,hse,as,etandrelativeadve rbsinludinghere,henandh,etNte:Relativesplasthreeipr tantrlesinanattributivelause,ieintrduinganattributi velause,replaingtheanteedentineaning,andfuntiningas asenteneeleentintheattributivelauseeg:Thegirlhistal ingtrLiverthereissisterInthesentene,Thegirlistheant eedentandhisusedtintrduetheattributivelauseastheant eedentisapersnItreferstthegirlandfuntinsasthesubeti ntheattributivelauseThehieftherelativesisthestdiffi ultinlearningtheattributivelauseHever,thereareserul esthatanhelpushsetherretrelativesUsuall,hihrelativethsedependsnhattheanteedentisandhatsenteneeleentthe relativefuntinsintheattributivelauseasshninthefllin ghart:AnteedentRelativeSenteneeleentpepleh thatsubetbethbetthingshihthatsubetbettiehihthatsubetbethenprep+hihadverbialplaehihthatsubetbethereprep+hihadverbialreasnhprep+hihadverbialNte:relativesanbeittediftheservesa sthebetsintheattributivelausesIfarelativefuntinsasthebetfaprepsitinintheattributi velause,theprepsitinanusuallbeplaedbefretherelative Inthissituatin,euse“hih”frthingsand“h”frpeple,andtheanneverbeittedHever,iftheprepsitinand averbfrasetphraseintheattributivelause,theshuldntbeseparated:TheshlhenestudiedinisverfausTheshlinhihhe nestudiedisverfausThisisthegirlIentttheGreatallithT hisisthegirlithhIentttheGreatallThesentene “Thisistheathuarelingfr”anntbehangedint “Thisistheathfrhihuareling”beause“lfr”isasetphraseNturntpage36andlet’sdEx2and3IVlsingdnbdingaquizTendtheperiduaregingtta eaquiznattributivelausehsethebestanser:1Theeathertu rneduttbevergd,____asrethaneuldexpetAhatBhih that Dit 2AfterlivinginPairsfrfiftearshereturnedtthesalltn__ __hegreupasahildAhihBherethat Dhen 3Thehuse______eliveisntlargeAhihBinhihnhihDathih 4ReentlIbughtananienthinesevase,_____asverreasnable Ahihprie thepriefhihitsprie DthepriefhseHelivedinLndnfr3nths,during____tiehelearnedseEnglishAthis Bhih athihDse6Iillneverfrgettheda_____heaetseeeAthat Bhih athih Dhen7Thevisitrasedtheguidettaehispiture_____standst hefausterAthat Bhere hih Dthere8Thestudents____departentsingredtenearsagldnu pnenAinhih Binthat inhse Dhse9Idn’tlie_____uspeatherAthea Btheainthat theahih Dtheafhih10Ihadneitherarainatnranubrella_______Igte tthrughAIt’sthereasn BThat’shThere’sh DIt’shPerid3:AsaplelessnplanfrUsingLanguageAisThelpstud entsreadthepassageTHERESTFELIAS’STRThelpstudentstusethelanguagebreading,listening,s peaingandritingPreduresIaringupandlisteningSfarehav ereadastrabutEliasDureeberhitasdiffiultfrhitgetab?h atisapassb?hisitiprtant?Let’slistentashrtpassageandfindutTurntpage37Readtheques tinsandhsethebestanserafterlisteningDisussthequesti nsinEx2IIGuidedreading1ReadingandanseringquestinsAs en,inrdertsupprtandela,Eliashelpedhiblupsegvernentb uildingsanuiaginehatuldhappenthiifheasaught?Atuall,heasaughtandputintaprisnnRbbenIslandHever,heasluenu ghtgethelpfrandelaevenhenheasinprisnTurntPage38,rea dthepassagequilandfindut:HdidandelahelpedEliashenhe asnRbbenIslandHdidandelahelpEliasafterheaetper?2Rea dinganddingexerisesReadthepassageagainanddtheexeris enPage383TasNehavefinishedthestrabutEliasNextearegi ngtdagrupativiteillditingrupsffurSuppsenefuisEliasa ndrsasaturguidenRbbenIslandThetherthreefuareturists hareverinterestedintheislandandandela’slifeandasingtheturguidethefllingquestinsEliasustan sertheTurist:HdidugettnNelsnandela?Elias:Itasin190I asringasainerinhannesburgbutIhadn’tapassbtlivethereSIenttandela’slafirtasfradvieTurist:anuexplaintesefNelsnandela’splitialideasrbeliefs?Elias:esHefundthateblapepleer enttreatedasequallasthehitepepleandheuldfightfrurri ghtsHever,hesaidthateshuldfightinapeaefulanlhenthis asntalleddidedeidetanservileneithvileneTurist:Hdidh ehelputhrughurlife?Elias:First,hehelpedetgettherret paperststainhannesburgandeepbasIentinedabveThenheta ughtetreadandritehenIasinprisnThisisveriprtanttebea useitenablesetgetrebpprtunitiesLaterhegaveepresentbTurist:hataslifelienRbbenIsland?Elias:iserableandru elTheguardsandsldierstreatedusbadl,beatusvilentlfrn reasnsandinsultedusindifferentasTurist:Hdiduanagets tudnRbbenIsland?Elias:estudiedduringthelunhbreasand theeveningsheneshuldhaveasleepereadbsunderurblanets andusedanthingeuldfindtaeandlestseetherdsTurist:hat indsfbhaveueverdne?Elias:Ainer,anffiererandnaturgui deTurist:hatduthinfurpresentb?Elias:IlieitveruhAndI aprudtshvisitrsvertheprisn,frIhelpedtaeurpeplefreei nurnlandIIIGuidedriting1PreparatinfrritingIaginenra ndelaisinprisnuaregingtritealettertthePresidentfSut hAfriaasinghitfreeNelsnandelaDureeberthefratfalette r?hatshuldbetheainntentfthisletter?Huldutrtpersuade thepresident?2ritingaletterReadtheinfratinabutandel aDisussithurpartnerandlletideasfrtheletterriterdnth eideasandputtheintagdandlgialrderritetheletterIVFur therappling1FindinginfratinGtthelibrartreadrgetnlin etsearhfrreinfratinnNelsnandelaTaentesfurfindingand danralpresentatinnextperid2ritingadesriptinriteades riptinfNelsnandelausingtheinfratinuhavefundVlsingdn bsharingShareurletterithurpartnersandaeneessarhange sShareurletteriththelassbreadingitaludPart2:Teahingresures（第二部分：教学资源）Setin1:AtextstrutureanalsisfELIAS’STRITpefritingandsuarftheideaTpefritingThisisapieef narrativeritingainideafthepassageEliasdesribeshNels nandelahelpedtheblapeplethrughhisnexperieneTpisente nef1stparagraphThetiehenIfirstetNelsnandelaasaverdi ffiultperidflifeTpisentenef2ndparagraphSadlIdidntha vethispassbbeauseIasntbrnthereandIasrriedabuthether IuldbeutfrTpisentenef3rdparagraphThedahenNelsnandel atldehattdandhelpedeasnefthehappiestdaflifeTpisente nef4thparagraphThelastthirtearshaveseenthegreatestn uberflasstppingurrightsandprgressuntiltdaehavereahe dastagehereehavealstnrightsatallTpisentenefthparagr aphefirstbrethelainaahihaspeaeful;henthisasntalled …nlthendidedeidetanservileneithvileneIIAtreediagraEl ias’lifebefreeetingandelaElias’lifeaftereetingandelainfratinfEliasElias’sprbleandela’shelpblapeple’sprblessupprttandelablarerdiffiultperidlafirsixleaventpagldinepassbrriedabutElias’strtellhelprretpapersfrgetinnrightsvtelivebprestareasntgrfdpsitinaeptfightpeaefullblupputinprisnrealizeequalIIIAretldpassagefthetextEliasisablarerinSuthAf riaHisfailassprthathehadtdrputfshlattheagefeightLatern,heasabletrasagldinerinhannesburgButashehadn’tgtapassbhihasrequiredifneantedtliveinhannesburgHea srriedabutbeingdisissedHever,heasluenughtgetsehelpf rNelsnandelaandanagedtgettherretpapersAfterthat,heb egantnreandelaandhisplitialideasHeagreedithandela’sviesntheunfairlasagainsttheblapepleandhisideaabutp eaefulfightingHealsnethatallandelaantedtdastfightfr equalrightsfrtheblapepleShesupprtedhiheartandsulSet in2:BagrundinfratinnNelsnandelaandthersINelsnandela NelsnRlihlahlaandela,,befrebeingPresidentfSuthAfria ,asnefitshiefanti-apartheidativists,andasalsananti-apartheidsabteurHeisnalstuniversallnsideredtbeaheri freedfighterHespenthishildhdintheThebuhiefdbefreeba ringnaareerinlaThenaeadibaisanhnrartitleadptedblder aleebersfandela'slan;hever,inSuthAfriathetitleissnn usithNelsnandelaIIurtrqutesbNelsnandela “IhavefughtagainsthitedinatinandIhavefughtagainstb ladinatinIhaveherishedtheidealfaderatiandfreesietin hihallpersnslivetgetherinharnandithequalpprtunities ItisanidealhihIhpetlivefrandtahieveButifneedsbe,iti sanidealfrhihIapreparedtdie”“hisitthatinthisurtrIafaingahiteagistrate,nfrntedbahiteprseutr,esrtedbhiterderlies?ananbdhnestlandser iuslsuggestthatinthistpefatspherethesalesfustiearee venlbalaned?hisitthatnAfrianinthehistrfthisuntrhase verhadthehnrfbeingtriedbhisnind,bhisnfleshandbld?Ia ablaaninahitean’surtThisshuldntbe”“utftheexperienefanextrardinarhuandisasterthatlast edtlng,ustbebrnasietfhihallhuanitillbeprudehave,atl ast,ahievedurplitialeanipatinepledgeurselvestlibera teallurpeplefrthentinuingbndagefpvert,deprivatin,su ffering,gender,andtherdisriinatinNever,never,andnev eragainshallitbethatthisbeautifullandillagainexperi enetheppressinfnebantherThesunshallneversetnsglrius ahuanahieveent”IIIANandANuthLeagueTheANisanatinalliberatinveentIta sfredin1912tunitetheAfrianpepleandspearheadthestrug glefrfundaentalplitial,sialandenihangeFrninedeadest heANhasledthestruggleagainstraisandppressin,rganisi ngassstudentsresistane,bilisingtheinternatinalunita ndtaingupthearedstruggleagainstapartheidebershipfth eANispentallSuthAfriansabvetheagef18ears,irrespetiv efrae,lurandreed,haeptitspriniples,pliiesandprgraesTheANuthLeagueasfundedin1944Theleagueprpagated “Afrianis”anditsttas“Afria’sauseusttriuph”ItasradialandilitantTheebersfitreetedtheideaf “freign”leadershipandarguedthatblaAfriansustprvidetheirnlea dershipandrelupntheselvesSetin3:rdsandexpressinsIrdsfraringupqualitnsethingt pialfapersnraterial:indnessishisbestqualitSheshsqua litiesfleadershipillingadread:Areuillingthelp?ative adablerreadttaeatin:Althughheisver70;heisstillative Anativeeberfthelubissuretattendevereetinglseheart灰心，丧失信心IusedtrinthegardenevereeButIlsthearthenalltheplants diedDn’tlseheart;ustillhaverehaneslsene’sheart爱上，喜欢上Shelstherheartthiassnasshesathehandsesldiertrublen麻烦：intruble有麻烦，处于困境中；getinttruble陷入困境；aetruble制造麻烦；asfrtruble自找麻烦；havetrubledingsth做某事有困难IIrdsfrReadingadvisevttellhatnethinsshuldbedne：advisesth;advisedingsth;advisesbtdsth;advisethatsbdsth;IadviseaitinguntiltheteaheresThedtradvisedaee’srest/taingaee’srestIadvisedthatheshuldtaearestIadvisedhinttdrive/ againstdrivinghatduadviseetd?advienpiningivenbneper sntanthernhthatthershuldbehaverat:giveseadvietsb;fi vesbseadvie;fllsb’sadvientinuevi≈vtgn:ntinuetdsth/dingsth;ntinuest h;gndingsth/ithsth/tdsthThesprtseetntinuedfr3dasHen tinuedtstud/studingasifnthinghadhappenedeustntinueu rurneuntilefindaterrrn≈vtberaeanxius：rrsb，rrabut…;bberriedabut…;udn’thavetrrabuturhealthifueepabalaneddieturparentsustb erringbeauseeareingbalateHersistudentsrriedehathesa idaddedtherrriesstagenaperidainaursefevents;therais edflrnhihplasareperfredinatheater:stagediretin;stag ediretr;putsbnthestage;atanearlstageinurhistrvtev&a p;ntexpressne’shieffiiallfrangthepssibilitiesffered;anatfaingahie rdeisinnaatterbeansfvting:vtefr/againstsbststudents vtedfriasthethughthiapableandhneststpeplevtedagains tthefrerleaderbeausefrurabuthiIgavevtetLiGaThenelea deraseletedthrughaseretvtepsitinntheplaeheresenersethingisrshuldbe;apartiularplaerraninagrup:hatInabut hiasthatheisinahighpsitininthepananutellethepsitinf uritntheap?aeptvttaesethingfferedillinglreeivevtget :IreeivedsersesfranValentines’DabutIdidn’taepttheHaveuaeptedthebthefferedu?Hereeivedanpresen tsnhisbirthdavilenenuseifbdilfrethurtrhar;vergreatf reinatinrfeelingvilentadVileneintheediahasinfluened teenagersaltasaatterffat:infat;atuall:Asaatterffat, hedisverthetruthquitebaidentAsaatterffat,Ifeltextre elnervushenIasgivingthespeehblvblup:blupthebuilding /bridge/da;blupthetire;blff;blutprisnnaplaehereriin alsareeptledupasapunishentprisnernapersneptinaprisn frserierhileaitingtbetiredputinprisn:Ifuntinuedingt hseindsfthings,uillendupinprisnTheereputinprisnfrbl ingupthegvernentbuildingequaladthesaeinsize;nuber;v alue;ran;et;havingenughstrength;abilit;et:Allenereb rnequaluttheaesintthreeequalpieesendeandequalpafreq ualrBillisequaltthebfrunningtheffienpersnhisequal:T heteaherisppularbeausehetreatsthehildrenashisequals IIIrdsfrUsingLanguageiaginevtfrinind:iaginesth;iagi nedingsth;iaginesbdingsth;iaginethat…;anuiaginelif eithuteletriit?IanntiagineLilingdinnerfrtentpeple?uanntiaginehatlifeaslienRbbenIslandpernplitialper;su perper;et/intper;inperterrrnShetrebledithterrrhenth ethiefpintedanifeatherShesreaedithterrrnhearingthee xplsinTheurderaseasaterrrteverbdinthesalltnfearn&ap ;vthefeelingthatnehashendangerisnear;tbeafraid:fear sth;feartdsth;fearthat…;frfearthat…;frfearfesapev ≈nfindaaut;getut;theatfesaping:anarresape;firees ape;esapedeathpunishent/beingpunished;esapefrprisn/ realit;esapeutfaburningbuildingThebirdhasesapedfrth eageThebirdhasesapedbeingshtdegreenHepassedtheexaan dfinallgthisaster’sdegreeTheteperaturetdaistdegreeshtterthanesterdare ardnreturnfrrrservie:Thepliearefferingareardfrinfra tinabuttherbbervtgiveareardtHereardedthebfrbringbat hedgsentenenapunishentfrariinalfundguiltinurt:These nteneastenearsinprisnaheavsentene;alifesentene;unde rthesentenefdeath;servene’ssentenevtgiveapunishenttHeassentenedtthreeearsinpr isnbesentenedtdeath;besentenedfrthief。

2019人教版高中英语必修一Unit5 Useful Structures 教学设计

Unit5 Discovering Useful Structures 名师教学设计●课时内容Describe your favourite thing主题语境：人与自我主题群：生活与学习子主题：语言学习规律和方法：德语学习经历和优点语篇类型：文本、故事文本分析：本节课设计了四个活动，第一部分为四个含有定语从句的句子，第二部分使用定语从句造句，第三部分为一段作者学习德语的经历，第四部分使用定语从句谈论自己喜欢和不喜欢的事。

本课的主要特点是把语法学习融人主题意义探究的过程中，提高学生话言学习的能力，发展学生的语言思维能力●课时目标1.识别出由“关系副词和介词十关系代词”引导的定语从句。

2.使用定语从句表达自己喜欢的事物和人。

●重点难点重点：理解“关系副词和介词+关系代词”引导的定语从句。

难点：在语境中使用“关系副词或介词+关系代词”引导定语从句。

●教学准备教师准备：定语从句的相关练习学生准备：利用语法书、网络等学习关系副词引导定语从句的用法。

●教学过程StepⅠ学习理解活动一：复习关系代词引导的定语从句用关系代词填空。

（答案可能不唯一）（that，which，who，whom，whose）1. This is the man _____ wants to see you.2. The student _____ answered the question is Zhang Hua.3. The man _____ you went to see has come.4. The runner _____ you are asking about is over there.5. The person _____ you should write to is Mr. Ball.6. The man _____ was passing by saw what happened.7. Here is the pen _____ you lost the day before yesterday.8. These books _____ you lent me were very useful.9. The storybook _____ I have just read cannot be easily forgotten.10. A clock is a machine _____ tells people the time.Suggested answers：1. who/that2. who/that3. whom/that4. whom/that5. whom/that6. who/that7. which/that8. which/that9. which/that 10. which/that 活动二：识别时态（SB，P64，Part1）1. Understand the sentences. Ask students to read the four sentences and translate it into Chinese to understand their meaning.2. Recognize the tense. Ask students to work in groups first to underline the restrictive relative clauses and discuss the tense and try to analyze how it is used.【设计意图】通过翻译句子，讨论时态，教师适当讲解，学生在学习过关系代词引导的定语从句之后，进一步理解关系副词引导的定语从句。

Unit5 教学设计-【新教材】人教版(2019)高中英语必修第一册

新人教（2019）英语必修一text quickly ，find the main idea of each part, and then idea of the text and each paragraph.Task 2: T asks Ss to think about the style of theconcludetext according to the structure.the mainidea of thetext.Step 4 Teacher asks students to find out the the words Students Practise Scanning and phrases that describe a time, and then fill in a draw a time scanning to blank. line identifyaccording timethe words phrases andand phrases details.of time.Step 5Further-thinking Teacher presents the following questions andinstructs students to find the key words in thetext:1.How did written Chinese unify Chinesepeople divided by geography and dialects?2.How does written Chinese connect Chinesepeople today with those of the past?3.According to the writer, the Chinese writingsystem is one factor that has helped theChinese language and culture survive. Whatdo you think are some of the other factors?Studentshave adiscussionto answerthequestionsCultivatestudents’ability toanalyze andshare theiropinionsPost-readingStep 6 Nowadays, people are depending too muchon the computer and phones. Many of them don’twrite the Chinese characters by hands.Some argue that there is no need to learn towrite Chinese calligraphy.What’s your opinion?Students CultivateDiscussion state their studentsown spirits toopinions. inherit andcarryforwardChinesecharacterand itsculture. Homework Finish writing the following speech after class.你校将举行一次主题为“传承中华文明，传播中国文化”的英语演讲比赛，请你写一篇演讲稿，内容包括：1.如何传承；2.如何传播；注意：1.词数80 左右；2.可适当增加细节，以使行文连贯BlackboardDesignUnit 5 Languages Around the WorldPeriod 2 Explore the Chinese Writing System教学评价:课程内容反思内容自我评价主题作者重点突出了什么内容？语篇语篇是什么体裁？结构特征是什么？语言知识能否根据时间抽复述课文？语言技能能否通过图片，标题，主旨句及关键词来概括段落及文章大意？文化知识能否了解汉语所传递的文化内涵？学习策略哪些学习方法对自己的学习帮助最大？教后反思：高一学生已经学习英语多年，有较好的英语语言知识和基本的语言技能，具备从文中获取细节信息的能力，大部分学生能使用简单的英语表达观点和态度，但是多数学生在整合语言、分析论证、批判评价等方面的能力还比较欠缺。

Unit5 Languages around the world教学设计-高中英语人教2019必修一

文本主题；问答交流，Pre-reading【Activity 1】T lets Ss look at the title and picture below. Predict what the text will be about. Then T picks 1-2 Ss to share their predictions.(TITLE: THE CHINESE WRITING SYSTEM: CONNECTING THE PAST AND THE PRESENT) PICTURE:见下During T talks with the volunteer Ss, T asks some questions about their predictions, (or makes a conversation with them) which helps to introduce the new words in this unit.The basic facts that are covered in the video: The picture shows jiaguwen. Some symbols were carved on longgu by ancient Chinese people. Maybe they are the earliest Chinese characters.T can ask following questions, or replaces Ss' wording in their speech by new words underlined above.1.What's in the picture?英文进行表达。

【4min】【互动：T-Ss, T-S】1.学生能够通过细读第一段，并结合语境猜测出重点词语的含义。

2.学生能够在教师问题链的引导下思考第一段的作用，并且表达出自己的观点。

2019新人教高中英语必修一Unit5Discovering Useful Structures教案

2019新人教高中英语必修一Unit5 Discovering Useful Structures教案Teaching aims:1.Enable students to have a good understanding of the basic usages of relative adverbs such as when,where,why in attributive clauses;understand the structure in/on/at which in attributive clauses is equivalent to where/when.2.Master the basic usages of relative adverbs of attributive clauses in the real situation through self-study and practice.3.Describe favourite things using the proper relative adverbs of attributive clauses.Teaching key points:1.Help students to appreciate the function of relative adverbs of attributive clauses in a sentence.2.Enable students to master the usage of relative adverbs of attributive clauses flexibly.Teaching difficult points:Use attributive clauses to describe things.Teaching procedures:Step I Lead-inLook at these sentences and underline the restrictive relative clauses.Q:What kind of information does each clause communicate.1.It was a time when people were divided geographically.Information:a time for an event.小结 1 先行词（即被修饰的名词）在从句中作时间状语时，连接词使用when。

2019版人教统编高中英语必修第一册全册教案教学设计(Unit1-5)

【2019统编版】人教版高中英语必修第一册全册教案教学设计目录1.1 Period 1 Listening and Speaking教学目标与核心素养：1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.教学重难点：Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .课前准备：1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning Plan教学过程：Step 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you topredict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old peoplewatch dance programs grow plants writes stories clean up parksmake Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 5Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, earth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The early bird catches the worm.2. Always prepare for a rainy day.3. Actions speak louder than words.4. All work and no play makes Jack a dull boy.5. Distance tests a horse’s strength. Time reveals a person's character.Period 2 Reading and Thinking教学目标与核心素养：1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new schooland compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficultiesand challenges in senior high school for their own future.教学重难点：Importance:Help the students to master key words and phrases in the text.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discussways to deal with challenges.课前准备：1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.教学过程：Step 1 Preparationfreshman ___________ junior high school ___________ Senior high school___________confusing ___________ choose courses___________ signup___________extra-curricular activities___________ hand out ___________ homeless people___________in the community ___________ get used to doing___________ keep upwith ___________challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously_________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 1Guide the students to take part in the group work and discuss schoollife in and out of China.Ask Ss to work in groups and discuss the questions.What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…What would you tell a teenager from another country about school lifein China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjectsto learn.…Activity 2Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.What causes did Adams choose? Which one do you think would be his favorite? Why?What does “make the team” in paragraph mean?What is Adam worried about?Is Adam confident that he will get used to senior school life? How do you know?Possible answers:Adam chooses Math, English chemistry, world history and Chinese. I think. English advanced literature is his favorite because he likes English, and he is good at it.It means joining the football team.He is worried that he can’t keep up with other students in his advanced course and get used to all the homework.Yes, he is. On the one hand, Adam knows that he has to study harderas a senior school student to be well prepared for his future. On the other hand, Adam knows that school advisers and teacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.What kind of person do you think Adam is? Why?Do you face the same challenges as Adams? What other challenges areyou facing?What are some differences between Adam’s school and your school life?Possible answers:Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。

Unit 5 教案高中英语人教版(2019)必修第一册

Unit5听力课教案Explore Languages Around the WorldI. Teaching Objectives and Key PointsObjective:By the end of the lesson, students will be able to:1. Understand the importance of language in communication and cultural exchange.2. Learn about different languages spoken around the world.3. Analyze the similarities and differences between languages.4. Develop an appreciation for the beauty and complexity of language.Key Points:1. The role of language in communication and culture.2. Examples of major world languages and their speakers.3. The structure and grammar of languages.4. Linguistic diversity and its impact on society.II. Teaching ProcessIntroduction (5 minutes)-Start by asking students what they know about language and why it is important. Encourage them to share their thoughts and experiences.- Introduce the topic of this lesson by explaining that we will be exploring different languages spoken around the world and their significance in today's globalized world.Section 1: The Importance of Language (10 minutes)- Discuss the role of language in communication and cultural exchange, highlighting how it enables people from different backgrounds to connect with each other.- Use real-life examples to illustrate the importance of language in various contexts, such as business, diplomacy, education, and travel.Section 2: Examples of Major World Languages (10 minutes)- Introduce the most widely spoken languages in the world, such as English, Mandarin, Spanish, Arabic, Hindi, French, German, Italian, Portuguese, Russian, Japanese, Korean, Chinese, and Swahili.-Provide a brief overview of each language's history, distribution, and cultural significance.- Ask students to share any personal experiences or connections they have with these languages or their speakers.Section 3: The Structure and Grammar of Languages (10 minutes)-Explain the basic structure of most languages, including alphabets, word order, sentence structure, and parts of speech.- Demonstrate some common grammar rules using simple examples in each language. -Encourage students to identify any similarities or differences between languages based on their structures and grammar.Section 4: Linguistic Diversity and Its Impact on Society (5 minutes)-Discuss the concept of linguistic diversity and its benefits for individuals and societies.-Emphasize the importance of preserving endangered languages and promoting multilingualism in today's globalized world.-Ask students to reflect on how understanding different languages can help them better appreciate the richness and complexity of human culture.III. Learning Activities (5 minutes)Problem-Based Introduction (1 minute)- Ask students to consider a real-life scenario where they would need to communicate with someone who speaks a language other than their own. How might this challenge affect their ability to understand each other?- Encourage students to share their thoughts and ideas on this topic in small groups.Content Theme (2 minutes)-Discuss the main theme of this lesson: exploring languages around the world and their significance in today's globalized world.- Ask students to brainstorm some additional themes related to language learning or communication that they find interesting or relevant.Teacher's Role (1 minute)-Introduce a short video presentation showcasing different aspects of language learning and communication around the world, such as accent reduction exercises, language exchange programs, or international conferences on linguistic diversity.- Assign students to watch the video independently or in small groups and take notes on any new vocabulary or concepts they encounter.Student Activities (5 minutes)-In pairs or small groups, assign each student to research one of the major world languages mentioned earlier and prepare a short presentation (5 minutes). Each presentation should cover at least three topics: history, structure/grammar, and culturalsignificance/uses. Students should also include a visual aid if possible.-After all presentations are completed, ask each group to briefly summarize their findings and compare their presentations with others. This will help reinforce key concepts and encourage active listening skills.Homework (1 minute)Assign students to write a short essay (500 words) on one of the following topics:1. The importance of learning multiple languages in today's globalized world.2. A personal experience with communicating with someone who speaks a different language.3. One aspect of language learning that you find particularly challenging or rewarding.4. Your favorite foreign language and why you enjoy learning it.。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

人教新标英语必修 1 全册精品教案( U)UnitNelsnandela —adernherPartne:TeahingDesignPerid1:Asapleplanfrread ingAisTtalabutpeple ’squalitiesTreadabutenablepeple ’slifestrTstudTheAttributivelauseTlearntritelettersP reduresIaringuparingupbdesribingBsandgirls,thisrninge ’lltaeupUnitinhihe ’lllearntdesribepepleNlet ’sdesribeurselvesfirstThequestinsinthearinguppartill helpufinduthatqualitiesuhaveThentellehatindfapersnd uthinuareDuthinuhavethequalitiestbeagreatpersn?hatq ualitiesduthineshuldfindinagreatpersn?aGivethestudentsneinutetanserthequestinsbAssestudentsttalabuttheirnqualitiesardingttheiransersHaveadisussiniththehlelassandhelpthetsuupthequaliti esthatagreatpersnhasaringupbbrainstringBsandgirls,i nUniteilltalabutNelsnandela,agreatleaderhfightsfrth erightsftheblapeplehentalingabutapersn,hatadetivesa nuthinftdesribehisrherqualities?hatarethequalitiesushuldfindinagreatpersn?aringupbexpressinsBsandgirls,earegingtlearnabutsegreatpepleinUnitanunaesegreatpeple?Ndisussingrupsffur:hduadirest?hatindfpersnishe/she?hatarethequalitiesthatgreatpeplehaveinn?Sunat- senasahineserevlutinarleaderandstatesanhisnsideredb antbethe“Fatherfdernhina”HehadasignifiantinflueneintheverthrftheQingDnastand establishentftheRepublifhinaAfunderftheuintang,Suna sthefirstprvisinalpresidentftheRepublifhinain1912an ddefatleaderfr1923t192Hedevelpedaplitialphilsphnnas theThreePriniplesfthePepleSunisuniqueladiredbsthineseet,hislifeasnefnstantstruggleandfrequentexileasfe fhisvisinsfrhisuntraterializedIIPre-reading1N,latth esixpepleinthepre-readingpartanuregnizethe?Duthinth eareiprtantpeple?Butduthinallfthearegreatpeple?illi aTndaleasa16thenturpriestandshlarhtranslatedtheBibl eintanearlfrfdernEnglishAlthughnueruspartialandplet eEnglishtranslatinshadbeenadefrthe7thenturnard,Tndale’sasthefirstttaeadvantageftheneediufprint,hihalledfr itsidedistributin2Speaingtas:Studentsreadtheinfrati nfeahfthesixpersnsanddisussinpairstfinduthetherheisagreatpersnrntardingttheriteriatheredutintheprevius stepReindthestudentstusethefllingexpressinsfrgiving andasingfrpinins:Ithin/Idn ’tthin ⋯;inpinin;I ’afraid ⋯;Iagree/dn ’tagree ⋯;Iprefer ⋯;hat ’surpinin?hduthins?hatduthinf ⋯?Asapledialgue:A:DuthinilliaTidalisagre atpersn?B:esIthinsHehadastrngbeliefthatallpepleshul dbeabletreadtheBiblefrtheselvesShetranslatedandprin teditintEnglishalthughheasntalledtdsAndlaterhediedfrhisrA:esIagreeilliaTndaleentthrughaltfstrugglesand diffiultiesandevensarifiedhislifetrealizehisdreaHei sagreatpersnthateverbdhpisuptheBibleustthinfN,let ’setNranBethunehatduthinfhi?B: ⋯IIIReading1SiingfrgeneralideaSfarehavetaledaltabutg reatpepleDuanttnreabuttheandlearnfrthe?ell,thisrnin gearegingtreadabutNelsnandela,hasnsideredasadernher Npenurbstpage34andreadthetitlefthetexthatindfritingisthetext,anuguess? ⋯esAstrisusuallapieefnarrativeritingNsithetexttgetth egeneralidea:hatdesEliastellabutinhisstr?2ListeningandsanningfrdetailinfratinaListentthetexta gainanddprehendingEx1True:2,4False:1,3,,6,7,8bSanthetextanddprehendingEx2Suggest edansers:1940 —Eliasasbrn948—Eliasleftshl1942 —Eliasastearsld90 —Nelsnandelapenedhislafir1944 —Eliasasfurearsld92 —Eliasas12andetNelsnandela1946 —Eliasbeganshl94 —Eliasas14andenuragedbandela3Questinsfrfurtherunders tandingDisussthefllingquestinsingrupsffur:aHdidthehitepeplestptheblapeplefrbeingtreatedfairl?bhdidEliassupprtandela?hdidhesupprtvilenehenhedidntagreeithit?Suggestedansers:aThrughunfairlasbTherearethreereasnsfrthisFirstl,andelanehelpedhiand hethughtandelaindandgenerusSendl,heagreedithandela ’splitialideasFrexaple,heagreedithhisexplanatinfhthe blapepleerenttreatedfairlHealssidedithhinhisviefpea efulfightingThirdl,henethathatandelafughtfrastaebla andhitepepleequalBeausetheirattepttattathelainapeaefulafailedThehadt anservileneithvileneIVlsingdnlsingdnbdisussingahatdulearnabutNelsnandelafrELIAS ’STR?bDulietheaEliastellshisstr?GiveareasnSuggestedansers:aInthatandelaisagreatleaderhfughtfrequalrightsfrth eblapepleallthrughhislifeHerganizedtheANuthLeaguehi hfughtagainstthegvernentHeisinfavrfpeaefulfightingHeisind,helpful,generus,brave,anddeterinedbVariusans ersarepssibleFrreferene:IlietheaEliastellsthestrEli asisablarerithnlalittleeduatin,sheusessesipleandshr tsentenestdesribehisexperienesandhisntatithandela,a ndthusaesthehlestrrereal-lieandlsetthereadersThequtedspeehinthestrbetivelrevealsandela’splitialviesthrughhihseaspetsfandela’squalitiesareshnlearllsingdnbretellingRetellthestra rdingtthefllinglues:intrdutinfElias’prble;andela’shelp;Elias’supprtlsingdnbanintervieAsthestudenttdanintervieinp airsAurnalistisintervieingEliasiththefllingquestins:hendidufirsteetandela?anutellereabuthhehelpedu?anu telleabuttheprblesthattheblapeplearefaing?Hduliehis ideafpeaefulfighting?hatduthinfhi?hatilludtsupprthi inthefuture?Perid2:AsapleplanfrLearningabutLanguage AisThelpstudentslearnabutattributivelauseintrduedbhen,here,h,andprep+hih/hThelpstudentsdisverandlearnt useseusefulrdsandexpressinsThelpstudentsdisverandle arntuseseusefulstruturesPreduresIaringuparingupbdis veringusefulrdsandexpressinsTurntpage3anddexerisesN1and2heuransersagainsturlassates’IILearningabutgraar1ReadingandthiningTurntpage34Rea dthetextfELISA’STRandfindutalltheattributivelausesThinverthisquestin:nhatirustanedeusehen/here/htintrduedanattributivelause?Frreferene:ThetiehenIfirstetNelsnandelaasaverdiffiultperidflifeTheshlhereIstudiednltearsasthree iletersaaThisasatiehenuhadgttliveinBeiingThedahenNe lsnandelatldehattdandhelpedeasnefthehappiestdasflif eehavereahedastagehereehavealstnrightsatallTheparts ftnherethelivedereplaesdeidedbhitepepleTheplaeshere theeresenttliveeretheprestareasinSuthAfria2paringan ddisveringTurntpage36DEx1Thenparethefllingsentenesa ndfindutheusedifferentrdstintrduetheattributivelaus eshiletheanteedentsarethesaeaThegvernentbuildinghereevtedasvergrandbThegvernentbuildinghih/thatepaidavisittesterdaasvergrandThegvernentbuildinginhihevtedasvergrandInsentenea), arelativeadverb “here ”isusedbeauseitreferst “inthegvernentbuilding ”hihservesastheadverbialintheattributivelause “inhih ”analsbeusedasinsentene)beauseitalseans “inthegvernentbuilding ”intheattributivelausehileinsenteneb),arelativeprnun“hih ”isusedasitreferst “thegvernentbuilding ”hihservesasthebetftheprediate “visited ”intheattributivelausepareantherthreesentenes:aThedatehenIarrivedasthethAugustbThedatehih/thathetldeasthethAugustThedatenhihIarrivedasthethAugustInsentenea),arelati veadverb “hen ”isusedbeauseitreferst “nthatdate ”hihservesastheadverbialintheattributivelause “inhih ”analsbeusedasinsentene)beauseitalseans “nthatdate ”intheattributivelausehileinsenteneb),arelativeprnun“hih ”isusedasitreferst “thedate ”servingasthebetftheprediate “tld ”intheattributivelauseReadthefllingsenteneandfindutaThereasnhIgtabasbeausefhardrbThereasnthat/hihhegavefrgettingthebasbeausefhishardrThereasnfrhihIgtabasbeausefhardrInsentenea),arelati veadverb “h ”isusedbeauseitreferst “frthisreasn ”hihservesastheadverbialintheattributivelause “frhih ”analsbeusedasinsentene)beauseitalseans “frthisreasn ”intheattributivelausehileinsenteneb),arelativeprnun“hih/that ”isusedasitreferst “thereasn ”servingasthebetftheprediate “gave ”intheattributivelauseIIIReadusedaterialsfrattributi velauseDefinitins:Attributivelause:Anattributivelau seisalausedifinganunrprnuninapundsenteneAnteedent:T herdbeingdifiedbanattributivelauseisalledtheanteede ntRelative:Therdthatisusedtintrdueanattributivelaus eisalledarelativeTherearetindsfrelatives,ierelative prnunsinludinghih,that,h,h,hse,as,etandrelativeadve rbsinludinghere,henandh,etNte:Relativesplasthreeipr tantrlesinanattributivelause,ieintrduinganattributivelause,replaingtheanteedentineaning,andfuntiningas asenteneeleentintheattributivelauseeg:Thegirlhistal ingtrLiverthereissisterInthesentene,Thegirlistheant eedentandhisusedtintrduetheattributivelauseastheant eedentisapersnItreferstthegirlandfuntinsasthesubeti ntheattributivelauseThehieftherelativesisthestdiffi ultinlearningtheattributivelauseHever,thereareserul esthatanhelpushsetherretrelativesUsuall,hihrelativethsedependsnhattheanteedentisandhatsenteneeleentthe relativefuntinsintheattributivelauseasshninthefllinghart:AnteedentRelativeSenteneeleentpeplehthatsubetbethbetthingshihthatsubetbettiehihthatsubetbethenprep+hihadverbialplaehihthatsubetbethereprep+hihadverbialreasnhprep+hihadverbialNte:relativesanbeittediftheservesa sthebetsintheattributivelausesIfarelativefuntinsasthebetfaprepsitinintheattributi velause,theprepsitinanusuallbeplaedbefretherelative Inthissituatin,euse “hih ”frthingsand “h ”frpeple,andtheanneverbeittedHever,iftheprepsitinand averbfrasetphraseintheattributivelause,theshuldntbeseparated:TheshlhenestudiedinisverfausTheshlinhihhe nestudiedisverfausThisisthegirlIentttheGreatallithT hisisthegirlithhIentttheGreatallThesentene “Thisistheathuarelingfr ”anntbehangedint “Thisistheathfrhihuareling ”beause “lfr ”isasetphraseNturntpage36andlet ’sdEx2and3IVlsingdnbdingaquizTendtheperiduaregingtta eaquiznattributivelausehsethebestanser:1Theeathertu rneduttbevergd,____asrethaneuldexpetAhatBhih that Dit 2AfterlivinginPairsfrfiftearshereturnedtthesalltn____hegreupasahildAhihBherethat Dhen 3Thehuse______eliveisntlargeAhihBinhihnhihDathih 4ReentlIbughtananienthinesevase,_____asverreasnable Ahihprie thepriefhihitsprie DthepriefhseHelivedinLndnfr3nths,during____tiehelearnedseEnglishAthis Bhih athihDse6Iillneverfrgettheda_____heaetseeeAthatBhih athih Dhen7Thevisitrasedtheguidettaehispiture_____standst hefausterAthat Bhere hih Dthere8Thestudents____departentsingredtenearsagldnu pnenAinhih Binthat inhse Dhse9Idn ’tlie_____uspeatherAthea Btheainthat theahih Dtheafhih10Ihadneitherarainatnranubrella_______Igte tthrughAIt ’sthereasn BThat’shThere ’sh DIt ’shPerid3:AsaplelessnplanfrUsingLanguageAisThelpstud entsreadthepassageTHERESTFELIAS ’STRThelpstudentstusethelanguagebreading,listening,s peaingandritingPreduresIaringupandlisteningSfarehav ereadastrabutEliasDureeberhitasdiffiultfrhitgetab?h atisapassb?hisitiprtant?Let ’slistentashrtpassageandfindutTurntpage37Readtheques tinsandhsethebestanserafterlisteningDisussthequestinsinEx2IIGuidedreading1ReadingandanseringquestinsAsen,inrdertsupprtandela,Eliashelpedhiblupsegvernentb uildingsanuiaginehatuldhappenthiifheasaught?Atuall,heasaughtandputintaprisnnRbbenIslandHever,heasluenu ghtgethelpfrandelaevenhenheasinprisnTurntPage38,rea dthepassagequilandfindut:HdidandelahelpedEliashenhe asnRbbenIslandHdidandelahelpEliasafterheaetper?2Rea dinganddingexerisesReadthepassageagainanddtheexeris enPage383TasNehavefinishedthestrabutEliasNextearegi ngtdagrupativiteillditingrupsffurSuppsenefuisEliasa ndrsasaturguidenRbbenIslandThetherthreefuareturists hareverinterestedintheislandandandela’slifeandasingtheturguidethefllingquestinsEliasustan sertheTurist:HdidugettnNelsnandela?Elias:Itasin190I asringasainerinhannesburgbutIhadn’tapassbtlivethereSIenttandela’slafirtasfradvieTurist:anuexplaintesefNelsnandela’splitialideasrbeliefs?Elias:esHefundthateblapepleer enttreatedasequallasthehitepepleandheuldfightfrurri ghtsHever,hesaidthateshuldfightinapeaefulanlhenthis asntalleddidedeidetanservileneithvileneTurist:Hdidh ehelputhrughurlife?Elias:First,hehelpedetgettherret paperststainhannesburgandeepbasIentinedabveThenheta ughtetreadandritehenIasinprisnThisisveriprtanttebea useitenablesetgetrebpprtunitiesLaterhegaveepresentbTurist:hataslifelienRbbenIsland?Elias:iserableandru elTheguardsandsldierstreatedusbadl,beatusvilentlfrn reasnsandinsultedusindifferentasTurist:Hdiduanagets tudnRbbenIsland?Elias:estudiedduringthelunhbreasand theeveningsheneshuldhaveasleepereadbsunderurblanets andusedanthingeuldfindtaeandlestseetherdsTurist:hat indsfbhaveueverdne?Elias:Ainer,anffiererandnaturgui deTurist:hatduthinfurpresentb?Elias:IlieitveruhAndI aprudtshvisitrsvertheprisn,frIhelpedtaeurpeplefreei nurnlandIIIGuidedriting1PreparatinfrritingIaginenra ndelaisinprisnuaregingtritealettertthePresidentfSut hAfriaasinghitfreeNelsnandelaDureeberthefratfaletter?hatshuldbetheainntentfthisletter?Huldutrtpersuade thepresident?2ritingaletterReadtheinfratinabutandel aDisussithurpartnerandlletideasfrtheletterriterdnth eideasandputtheintagdandlgialrderritetheletterIVFur therappling1FindinginfratinGtthelibrartreadrgetnlin etsearhfrreinfratinnNelsnandelaTaentesfurfindingand danralpresentatinnextperid2ritingadesriptinriteades riptinfNelsnandelausingtheinfratinuhavefundVlsingdn bsharingShareurletterithurpartnersandaeneessarhange sShareurletteriththelassbreadingitaludPart2:Teahingresures （第二部分：教学资源）Setin1:AtextstrutureanalsisfELIAS ’STRITpefritingandsuarftheideaTpefritingThisisapieef narrativeritingainideafthepassageEliasdesribeshNels nandelahelpedtheblapeplethrughhisnexperieneTpisentenef1stparagraphThetiehenIfirstetNelsnandelaasaverdi ffiultperidflifeTpisentenef2ndparagraphSadlIdidntha vethispassbbeauseIasntbrnthereandIasrriedabuthether IuldbeutfrTpisentenef3rdparagraphThedahenNelsnandel atldehattdandhelpedeasnefthehappiestdaflifeTpisentenef4thparagraphThelastthirtearshaveseenthegreatestn uberflasstppingurrightsandprgressuntiltdaehavereahe dastagehereehavealstnrightsatallTpisentenefthparagr aphefirstbrethelainaahihaspeaeful;henthisasntalled⋯nlthendidedeidetanservileneithvileneIIAtreediagraElias ’lifebefreeetingandelaElias ’lifeaftereetingandelainfratinfEliasElias ’sprbleandela ’shelpblapeple ’sprblessupprttandelablarerdiffiultperidlafirsixleaventpagldinepassbrriedabutElias ’strtellhelprretpapersfrgetinnrightsvtelivebprestareasntgrfdpsitinaeptfightpeaefullblupputinprisnrealizeequalIIIAretldpassagefthetextEliasisablarerinSuthAf riaHisfailassprthathehadtdrputfshlattheagefeightLatern,heasabletrasagldinerinhannesburgButashehadn’tgtapassbhihasrequiredifneantedtliveinhannesburgHea srriedabutbeingdisissedHever,heasluenughtgetsehelpf rNelsnandelaandanagedtgettherretpapersAfterthat,heb egantnreandelaandhisplitialideasHeagreedithandela’sviesntheunfairlasagainsttheblapepleandhisideaabutp eaefulfightingHealsnethatallandelaantedtdastfightfr equalrightsfrtheblapepleShesupprtedhiheartandsulSetin2:BagrundinfratinnNelsnandelaandthersINelsnandela NelsnRlihlahlaandela,,befrebeingPresidentfSuthAfria,asnefitshiefanti-apartheidativists,andasalsananti- apartheidsabteurHeisnalstuniversallnsideredtbeaheri freedfighterHespenthishildhdintheThebuhiefdbefreeba ringnaareerinlaThenaeadibaisanhnrartitleadptedblder aleebersfandela'slan;hever,inSuthAfriathetitleissnn usithNelsnandelaIIurtrqutesbNelsnandela “IhavefughtagainsthitedinatinandIhavefughtagainstb ladinatinIhaveherishedtheidealfaderatiandfreesietin hihallpersnslivetgetherinharnandithequalpprtunities ItisanidealhihIhpetlivefrandtahieveButifneedsbe,iti sanidealfrhihIapreparedtdie”“hisitthatinthisurtrIafaingahiteagistrate,nfrntedbahiteprseutr,esrtedbhiterderlies?ananbdhnestlandser iuslsuggestthatinthistpefatspherethesalesfustiearee venlbalaned?hisitthatnAfrianinthehistrfthisuntrhase verhadthehnrfbeingtriedbhisnind,bhisnfleshandbld?Ia ablaaninahitean’surtThisshuldntbe”“utftheexperienefanextrardinarhuandisasterthatlastedtlng,ustbebrnasietfhihallhuanitillbeprudehave,atlast,ahievedurplitialeanipatinepledgeurselvestlibera teallurpeplefrthentinuingbndagefpvert,deprivatin,suffering,gender,andtherdisriinatinNever,never,andnev eragainshallitbethatthisbeautifullandillagainexperi enetheppressinfnebantherThesunshallneversetnsglrius ahuanahieveent”IIIANandANuthLeagueTheANisanatinalliberatinveentIta sfredin1912tunitetheAfrianpepleandspearheadthestrug glefrfundaentalplitial,sialandenihangeFrninedeadest heANhasledthestruggleagainstraisandppressin,rganisi ngassstudentsresistane,bilisingtheinternatinalunita ndtaingupthearedstruggleagainstapartheidebershipfth eANispentallSuthAfriansabvetheagef18ears,irrespetivefrae,lurandreed,haeptitspriniples,pliiesandprgraesTheANuthLeagueasfundedin1944Theleagueprpagated “Afrianis ”anditsttas “Afria ’sauseusttriuph ”ItasradialandilitantTheebersfitreetedtheideaf“freign ”leadershipandarguedthatblaAfriansustprvidetheirnlea dershipandrelupntheselvesSetin3:rdsandexpressinsIrdsfraringupqualitnsethingt pialfapersnraterial:indnessishisbestqualitSheshsqua litiesfleadershipillingadread:Areuillingthelp?ative adablerreadttaeatin:Althughheisver70;heisstillative Anativeeberfthelubissuretattendevereetinglseheart 灰心，丧失信心IusedtrinthegardenevereeButIlsthearthenalltheplantsdiedDn ’tlseheart;ustillhaverehaneslsene ’sheart 爱上，喜欢上Shelstherheartthiassnasshesathehandsesldiertrublen麻烦：intruble 有麻烦，处于困境中；getinttruble 陷入困境；aetruble 制造麻烦；asfrtruble 自找麻烦；havetrubledingsth 做某事有困难IIrdsfrReadingadvisevttellhatnethinsshuldbedne ：advisesth;advisedingsth;advisesbtdsth;advisethatsbdsth;IadviseaitinguntiltheteaheresThedtradvisedaee’srest/taingaee’srestIadvisedthatheshuldtaearestIadvisedhinttdrive/ againstdrivinghatduadviseetd?advienpiningivenbneper sntanthernhthatthershuldbehaverat:giveseadvietsb;fi vesbseadvie;fllsb’sadvientinuevi≈vtgn:ntinuetdsth/dingsth;ntinuesth;gndingsth/ithsth/tdsthThesprtseetntinuedfr3dasHen tinuedtstud/studingasifnthinghadhappenedeustntinueu rurneuntilefindaterrrn≈vtberaeanxius：rrsb，rrabut⋯;bberriedabut⋯;udn’thavetrrabuturhealthifueepabalaneddieturparentsustb erringbeauseeareingbalateHersistudentsrriedehathesa idaddedtherrriesstagenaperidainaursefevents;therais edflrnhihplasareperfredinatheater:stagediretin;stagediretr;putsbnthestage;atanearlstageinurhistrvtev≈ntexpressne’shieffiiallfrangthepssibilitiesffered;anatfaingahie rdeisinnaatterbeansfvting:vtefr/againstsbststudents vtedfriasthethughthiapableandhneststpeplevtedagains tthefrerleaderbeausefrurabuthiIgavevtetLiGaThenelea deraseletedthrughaseretvtepsitinntheplaeheresenersethingisrshuldbe;apartiularplaerraninagrup:hatInabut hiasthatheisinahighpsitininthepananutellethepsitinf uritntheap?aeptvttaesethingfferedillinglreeivevtget:IreeivedsersesfranValentines’DabutIdidn’taepttheHaveuaeptedthebthefferedu?Hereeivedanpresen tsnhisbirthdavilenenuseifbdilfrethurtrhar;vergreatf reinatinrfeelingvilentadVileneintheediahasinfluened teenagersaltasaatterffat:infat;atuall:Asaatterffat, hedisverthetruthquitebaidentAsaatterffat,Ifeltextre elnervushenIasgivingthespeehblvblup:blupthebuilding/bridge/da;blupthetire;blff;blutprisnnaplaehereriin alsareeptledupasapunishentprisnernapersneptinaprisn frserierhileaitingtbetiredputinprisn:Ifuntinuedingt hseindsfthings,uillendupinprisnTheereputinprisnfrbl ingupthegvernentbuildingequaladthesaeinsize;nuber;value;ran;et;havingenughstrength;abilit;et:Allenereb rnequaluttheaesintthreeequalpieesendeandequalpafreq ualrBillisequaltthebfrunningtheffienpersnhisequal:T heteaherisppularbeausehetreatsthehildrenashisequals IIIrdsfrUsingLanguageiaginevtfrinind:iaginesth;iagi nedingsth;iaginesbdingsth;iaginethat⋯;anuiaginelif eithuteletriit?IanntiagineLilingdinnerfrtentpeple?uanntiaginehatlifeaslienRbbenIslandpernplitialper;superper;et/intper;inperterrrnShetrebledithterrrhenth ethiefpintedanifeatherShesreaedithterrrnhearingthee xplsinTheurderaseasaterrrteverbdinthesalltnfearn≈vthefeelingthatnehashendangerisnear;tbeafraid:fearsth;feartdsth;fearthat ⋯;frfearthat ⋯;frfearfesapev ≈nfindaaut;getut;theatfesaping:anarresape;fireesape;esapedeathpunishent/beingpunished;esapefrprisn/realit;esapeutfaburningbuildingThebirdhasesapedfrth eageThebirdhasesapedbeingshtdegreenHepassedtheexaan dfinallgthisaster ’sdegreeTheteperaturetdaistdegreeshtterthanesterdare ardnreturnfrrrservie:Thepliearefferingareardfrinfra tinabuttherbbervtgiveareardtHereardedthebfrbringbat hedgsentenenapunishentfrariinalfundguiltinurt:These nteneastenearsinprisnaheavsentene;alifesentene;unde rthesentenefdeath;servene ’ssentenevtgiveapunishenttHeassentenedtthreeearsinpr isnbesentenedtdeath;besentenedfrthief。